The effects of modeled and instructed rehearsal on serial recall and semicovert rehearsal were evaluated for kindergarten, second-and fourth-grade children following baseline levels for both modeling and instruction groups. Groups observing a model rehearsal rehearsed more than groups observing a silent model. A quadratic relationship was found between children's age and the amount of semicovert rehearsal. The results are discussed in terms of social learning theory and the production deficiency hypothesis. (Author)